The Overseas School of Colombo - osc.lk€¦ · 2 School Guiding Statements Motto: Unity in Diversity Vision: The Overseas School of Colombo shall be a model of excellence in education,

The Overseas School of ColomboSince 1957

www.osc.lk

Primary SchoolGuide

A Holistic Education for Global Success

Welcome and Guiding StatementsWelcome from the Primary Principal 1School Guiding Statements 2OSC’s Definitions 3IB Learner Profile 4High Quality Learning 6

School StructureSchool Organization 7Admission and Placement of Students 8Class Size Policy 10Facilities 11Primary School Faculty 12Communication 28

IB Primary Years ProgrammeThe IB PYP Curriculum Model 13Programme of Inquiry 14OSC and the Learner Profile 15A Holistic Education Experience 15Language 16Sinhala and French 17Mother Tongue at OSC 17Mathematics 18The Arts (Visual & Performing) 18Physical Education 20Experiential Learning 26Action and Service 26

Learning PoliciesAssessment 22Reporting 24Dress Code 38Health and Safety 39

Academic InformationTechnology 20Homework 25Attendance and Absences 33Assemblies 33Timetable 34School Canteen 35School Day 36

Student ServiceLearning Support 20English as an Additional Language (EAL) 21Counseling and Pastoral Care 26Student Responsibilities 32Transport 36Primary Student Government Association (PSGA) 37After School Activities 38

Parent LiaisonParental Support 27Class Support Parents 31School Community Network (SCN) 32

Table of

Contents

1

Welcome to the OSC Primary School

Welcome to the Primary School at

The Overseas School of Colombo.

As you walk up the stairs to the

Primary School, you will receive a

warm welcome from children who

have gathered from all points on

the globe.

OSC is a community-based school

that prides itself in being true to

its Mission, “committed to guiding

our global community toward

international and intercultural

understanding and developing the

whole person as a responsible

learner, striving for personal

excellence within a culturally

diverse environment”. It is our

cultural diversity that allows for

rich conversation, difference of

opinion, and variation of personal

experience within the classroom.

We believe the key to your child’s

success is building a strong home/

school partnership. This shared

responsibility is an integral part

of your child’s education here at

OSC. I encourage you all to have

frequent and open communication

with your child’s teachers.

At OSC, we provide a rich learning

environment facilitated through

inquiry-based learning, child

curiosity and questioning. If you

have a question, we will help you

find the answer. Please do not

hesitate to stop by my office with

any questions or concerns; the

door is always open. I look forward

to meeting you and working

together to build our success, as

partners of your child’s learning.

Kind Regards,

Jason Grandbois

Primary Principal

2

School Guiding Statements

Motto: Unity in Diversity

Vision: The Overseas School of Colombo shall be a model of excellence in education, nurturing and empowering a community of learners to achieve global success.

Mission: The Overseas School of Colombo, an IB World School, is committed to guiding our global community toward international and intercultural understanding. OSC develops the whole person as a responsible learner, striving for personal excellence within a culturally diverse environment.

Internationalism & Interculturalism Definitions

As a community, OSC recognizes and values the ways in which Internationalism and Interculturalism define our identity and the actions that arise from that identity. We are a community of diverse beliefs, experiences and perspectives, and yet we see our role in international education within the context of global citizenship. We recognize that actions guided by principles of self-determination, humanitarianism and life-long learning are engendered by these concepts. Together, Internationalism and Interculturalism prepare students to positively participate in and contribute to a world where citizenship and its responsibilities are no longer confined to national and regional boundaries.

�

�

�

�

�

� Culture through language and literature

� Communication and language learning

� The role of culture in our lives and the lives of others

� Citizenship and service as an expression of individual responsibility

� Authentic learning through service with the community

� Mutual respect for the diversity of beliefs and values, and in ways of being as well as ways of knowing

� Debate and free inquiry within the bounds of courtesy, sensitivity, confidentiality and respect both in and out of the classroom setting

Internationalism:Empowering our learners to be open-minded and take

action to contribute positively in a complex world.

Interculturalism:Incorporating cultural perspectives to create

a shared understanding which guides our actions.

Definitions:

3

OSC’s definitions of Interculturalism and Internationalism pervade our educational program. Arising from our understanding of the development of the learner as described in our Guiding Statements (Mission & Vision), we understand the impact of knowledge, attitudes and actions on the world we live in and through the education we provide. Inquiry as a way of engaging with the world enables us to infuse these concepts into our written curriculum, our commitment to service, our experiential education programs and our resourcingOSC’s

Definitions

Knowledge Awareness Actions

» Current events across curriculum (geopolitics, environment, health, trade, sustainable development, human rights)

» Culture in the classroom

» Languages and Communication

» Resources

» Respect

» Sustainability

» Communities & Cultures

» Peace

» Connections

» Collaboration, problem solving, conflict-resolution

» Ethical and moral perspectives

» Driven by knowledge and attitudes

» Leading to new knowledge

» Meaningful, Impactful

» Builds leadership

» Global and sustainable

» Celebrating cultures

» Engaging in meaningful and reflective service

4

Knowledgeable

They explore concepts, ideas and

issues that have local and global

significance. In so doing, they

acquire in-depth knowledge and

develop understanding across

a broad and balanced range of

disciplines.

Thinkers

They exercise initiative in

applying thinking skills critically

and creatively to recognize and

approach complex problems, and

make reasoned, ethical decisions.

Communicators

They understand and express

ideas and information confidently

and creatively in more than one

language and in a variety of

modes of communication. They

work effectively and willingly in

collaboration with others.

Principled

They act with integrity and

honesty, with a strong sense

of fairness, justice and respect

for the dignity of the individual,

groups and communities. They

take responsibility for their own

actions and the consequences that

accompany them.

Open-minded

They understand and appreciate

their own cultures and personal

histories, and are open to

the perspectives, values and

traditions of other individuals

and communities. They are

accustomed to seeking and

evaluating a range of points of

view, and are willing to grow from

the experience.

The aim of all IB programmes is

to develop internationally minded

people who, recognizing their

common humanity and shared

guardianship of the planet and

help to create a better and more

peaceful world.

IB learners strive to be:

IB Learner Profile

Inquirers

They develop their natural

curiosity. They acquire the skills

necessary to conduct inquiry and

research and show independence

in learning. They actively enjoy

learning and this love of learning

will be sustained throughout their

lives.

5

Caring (Courageous)

They show empathy, compassion

and respect towards the needs

and feelings of others. They

have a personal commitment to

service, and act to make a positive

difference to the lives of others

and to the environment.

Risk-takers

They approach unfamiliar

situations and uncertainty with

courage and forethought, and

have the independence of spirit

to explore new roles, ideas and

strategies. They are brave and

articulate in defending their beliefs.

Balanced

They understand the importance

of intellectual, physical and

emotional balance to achieve

personal well-being for themselves

and others.

Reflective

They give thoughtful consideration

to their own learning and

experience. They are able to

assess and understand their

strengths and limitations in order

to support their learning and

personal development.

6

High Quality Learning

At the Overseas School of Colombo (OSC), we are committed to high

quality teaching and learning, which we define as:

Learning that…

» encompasses academic, social, emotional, physical and community interests that shapes individuals who embrace life-long learning

» engages students with opportunities for student agency, expression and reflection

» is process-based and grounded in the real world, providing a platform for harnessing local experiences, while exploring diverse global perspectives

» challenges students to connect, extend and transfer relevant

knowledge and skills.

We believe that high quality learning derives from high quality teaching,

which we define as:

Teaching that is:

» based on inquiry

» focused on conceptual understanding

» developed in local and global contexts

» focused on effective teamwork and collaboration

» differentiated to meet the needs of all learner

» informed by formative and summative assessment

Students are encouraged throughout their learning to develop skills in the

following approaches to learning:

1. thinking

2. communication

3. social

4. self-management

5. research

As an IB continuum school, learning at OSC encompasses opportunities

for students at all levels to develop the attributes of the IB learner profile.

Established: April 3rd, 2019

7

The Overseas School of Colombo

(OSC) is an English medium,

international school serving the

internationally mobile expatriate

and Sri Lankan community of

Colombo. It was founded during

the 1957-58 academic year as

the Overseas Children’s School

with 25 children and today serve

aprox. 430 students from some

45 different countries. The school

is registered in Sri Lanka as a

non-profit making limited company

under its revised name ‘The

Overseas School of Colombo’.

The parents of all students

attending the school are members

of the company. Full fee paying

parents are entitled to attend

and vote at the Annual General

Meeting, which is held every

January. The Memorandum and

Articles of Association of the

company were revised in March

1998, and copies of these are

available for inspection in the main

school office at any time.

The company is managed by

a Board of Directors of up to

ten members, at least nine of

whom are parents of children in

the school. Board members are

generally elected at the Annual

General Meeting. The Articles of

Association of the school do not

allow more than two members of

any one nationality to serve on the

Board at the same time.

SchoolOrganization

The full Board meets at regular

intervals throughout the year.

There are three working Board

committees dealing with Finance,

Facilities and People.

The Primary school is made up

of Preschool to Grade 5 students

(ages 3-11), with two classes per

Grade level.

8

Enrolment and Placement

Parents who intend to enroll their

children at OSC must submit a

completed application for each

student.

Admission is granted to a student,

when it has been determined

that the school has an appropriate

programme to meet the child’s

individual’s needs. Student records

must be available for reference,

prior to final placement and further

assessment may be conducted as

necessary.

Students are accepted throughout

the year, but will be placed in

a grade or class according to

the determination made by the

administration and relevant staff.

The Head of School’s decision

in such matters will be final.

This placement will reflect the

student’s previous educational

experience, age, maturity,

linguistic proficiency and academic

needs. In certain circumstances

students will be placed in a

lower grade level to meet their

educational needs.

Students must be at least 3 years

of age on or before 31st August

of the academic year of entrance

for admission to the Preschool.

Children must be toilet trained and

therefore out of nappies/diapers

before attending OSC. Correlation

between age and school grade/

class is listed in the following

chart.

The Vision, Mission and

Philosophy serve to guide the

administration in determining

admission and placement of

students.

As the Board wishes to provide

for a fair balance of nationalities

in the school, it directs the Head

of School to draw to its attention

any situation in which any one

national group occupies 25% of

the available places within the

school. The course of action to be

adopted in such circumstances will

be determined by the Board at that

time.

For students in grade 2-5, an

on-line admissions assessment

is administered in order to get

greater data on an individual’s

learning. This takes place in the

areas of mathematics and reading.

Applications for admission will

be accepted on a first come, first

served basis. The date on which

the registration fee is received is

taken at the date of application.

If a waiting list for any grade is

necessary, qualified applicants

will be admitted on ‘first come,

first served’ basis within the

framework of the nationality

balance indicated.

Admission and Placement of Students

9

For a student to be placed

in a grade higher than the

minimum age indicated,

clearly demonstrable superior

academic and physical maturity,

coupled with social maturity,

must exist and be judged so

by the administration. Such

advanced placement may only

be given under truly exceptional

circumstances and with the

written approval of the Head.

OSC BRITAIN (National

Curriculum)

U.S.A. USUAL AGE (by 31st

August for school year commencing

August)

Preschool 1 Nursery – 3

Preschool 2 Reception Class – 4

Kindergarten Year 1 KG 5

Grade 1 Year 2 Grade 1 6












10

Class Size Policy

The teacher/student ratio for

instruction is governed by

considerations of academics,

physical space, cost and the

diversity of the student population.

In order to underscore the

concern for children as individuals

that is inherent in the school’s

philosophy, the school will do

everything possible to ensure a

student/teacher ratio that is in

the best interest of all concerned,

taking into account not only

educational but also financial

considerations.

The normal minimum number

of students for an instructional

class will be five full-fee paying

students, in special cases where

it is to the school’s advantage to

run a particular course for reasons

of continuity of our programme

or other special circumstances. A

class of fewer than five full fee-

paying students may be allowed to

run at the discretion of the Head

of School provided the Head of

School notifies the Board of the

reasons for running such classes.

In the Preschool, the school aims

for a target of 15 students with a

teacher and an assistant teacher

in each class. This number may

increase to 20 at the discretion

of the Head of School after

consultation with the Primary

Principal.

From Kindergarten through to

Grade 12, the school aims for

a target of 20 students. This

number may increase to 24 at the

discretion of the Head of School

in consultation with the relevant

Principal.

11

The Overseas School of Colombo

is located on its own self-

contained campus in Battaramulla,

8 kilometers out of the centre of

Colombo. In 1985 OSC occupied

this new purpose-built 5-acre

campus.

Attractively laid out, the school

consists of 6 main buildings,

which are fully air-conditioned

and includes a total of 48 general

classrooms, 4 science labs and

specialist rooms for art, drama

and music. In addition, the school

has two libraries with over 25,000

volumes and computer facilities.

Sports

Completed in August 2010, our

Sports Centre has a rock-climbing

wall, basketball, badminton and

volleyball courts in addition to a

movement room. It has ample

viewing areas for both indoor and

outdoor spaces. Other sports

facilities include an outdoor

basketball court, a spacious playing

field and a 25 meter swimming

pool.

Auditorium

The school has a purpose built,

state-of-the–art auditorium

complex with a theatre that can

seat over 450 people.

Primary Library

The Libraries provide an important

resource for Primary and

Secondary School students. A

variety of books, subject-related

materials, reference sources,

works of fiction, mother tongue

resources and periodicals are

available, together with computer

facilities and audio-visual facilities.

We currently subscribe to ‘World

Book’ and ‘ProQuest’ two on-

line research portals enabling

our students to conduct in-depth

research inquiry.

With the exception of reference

books and current periodicals,

all other resources are available

for check-out. Borrowers are

responsible for maintaining

materials in good condition and

will be required to pay for any loss

or damage. Students and parents

are encouraged to make full use of

these facilities.

Technology Facilities

The Technology Department

at The Overseas School of

Colombo is well-resourced with

seamless connectivity throughout

the campus, as well as, well-

equipped classrooms and two

Maker Spaces. In Preschool and

Kindergarten, students incorporate

ipads into their learning. In Grade 1

through 4 students have individual

Chromebooks and then move into

proper laptops in Grade 5.

Students are expected to use

all technology equipment at

OSC with appropriate care and

consideration, along with abiding

by the guidelines set out in the

Student Acceptable Use Policy.

Facilities

12

Primary School Faculty

The Primary School teachers

are made up of a diverse range

of nationalities with a common

passion for teaching and life-

long learning. Within the Primary

we have a “Primary Leadership

Team” comprising of the Primary

Principal, Assistant Principal, PYP

Coordinator, Language Coordinator

and Math Coordinator. Class

teachers are ably supported by

a team of Assistant Teachers

who are able to support our

programme with a particular focus

on differentiation. The school is

supported by a full-time Primary

Secretary. We have a team of

specialist teachers who provide

curriculum expertise in Performing

Arts, Physical Education and

Swimming, Visual Arts, Library

Research skills, French and

Sinhala.

School Canteen

The school has a cafeteria

facility operated on the campus

by a private catering company.

Students are able to purchase

drinks, fruit, sandwiches, assorted

savoury and sweet snacks, and a

main dish at lunch times.

Access to and use of Facilities

All students and families will be

given an identity card that needs

to be brought to school everyday

as access is restricted.

Families are welcome to use the

campus on weekends between

9 am and 5 pm, provided the

facilities are available

Security is a priority at the school

and the safety of students and

personnel is regarded carefully at

all times. However, application for

the use of an area of the school's

facilities can be made. This should

be directed to the Head of School.

Information is available from the

main office with regards to the use

of the school's facilities.

Student Visitors

Parents wishing to have a student

visit OSC from another school

must obtain prior permission from

the classroom teacher and the

Primary Principal.

Permission will normally be

granted for one school day during

which the visitor will accompany

the host to classes and be

subject to OSC regulations. The

host family must accept full

responsibility for the visitor.

13

OSC is committed to developing

the whole person. Integral to this

is a curriculum that provides our

students with the opportunities

for this development. In the

Primary we offer the International

Baccalaureate Primary Years

Programme (PYP) for students

aged 3 – 11 (Preschool – Grade

5). This is a transdisciplinary

programme of inquiry that

supports student’s development

of key knowledge, skills, concepts,

attitudes and action. This then

Curriculum

feeds into the Middle Years

Programme (MYP, Grades 6 – 10)

and the Diploma Programme (DP,

Grades 11-12).

Central to our mission statement,

the IB Primary Years Programme

aims to develop the whole child

with a variety of student centered

inquiry based units. In the PYP it is

recognized that development and

learning are interrelated, and the

PYP curriculum framework allows

for concept development that

applies across and beyond subject-

specific areas. This integrated

approach allows students to

explore concepts, acquire skills,

develop positive attitudes and

demonstrate understanding

through action.

14

The programme of inquiry at OSC

comprises the units of inquiry

taught at each Grade level from

Preschool to Grade 5. In the

Early Years there are four or five

units of inquiry for the year; all

other grades focus on six. These

units are defined in terms of six

transdisciplinary themes – these

themes connect the learning

across a number of curriculum

areas, most notably, Science,

Social Studies, Personal, Social

and Physical education and the

Arts (visual and performing)

The 6 transdisciplinary themes are:

9 Who we are

9 Where we are in place and time

9 How we express ourselves

9 How the world works

9 How we organize ourselves

9 Sharing the planet

This programme is reviewed and

refined on an annual basis by all

Primary teachers. Each unit of

inquiry will include a central idea

(deep conceptual understanding

Programme of Inquiry

or big idea) and several lines

of inquiry, which indicate the

direction the learning will take and

the areas to be researched. There

will also be a number of teacher

and student questions that will

help focus the learning. Concepts,

knowledge, skills, attitudes and

action are all taught through our

programme of inquiry.

Please refer to the curriculum in

the Primary section of our school

website to view the programme of

inquiry.

15

Developing the whole person is

clear in our school mission. At

OSC, we see this as providing

our students with a variety

of educational experiences

both within and outside of the

classroom across the discipline

areas. It is our intention to give

our students broad exposure

in all disciplines, without an

overly hierarchical approach as

to their importance. It is critical

that whatever learning area

our students feel connected to

and demonstrate a passion for,

they are all equally valued and

successes are celebrated.

For specific scope and sequence

documents for each curriculum

area please refer to our website

(www.osc.lk) and the Primary

Curriculum section.

OSC and the Learner Profile

At OSC we have adopted the

International Baccalaureate

Learner profile as our statement of

professionalism. As such, we feel

all members of the community

(students, teachers and parents),

are a part of a learning community

striving to develop these ten

attributes.

9 Inquirers

9 Knowledgeable

9 Thinkers

9 Communicators

9 Principled

9 Open-minded

9 Caring

9 Risk-takers (Courageous)

9 Balanced

9 Reflective

This learner profile transcends

our entire curriculum and infuses

it both formally and informally. A

student at OSC will have these

attributes both explicitly and

implicitly taught and referred

to. Through time students

will develop an understanding

about what these attitudes and

behaviours look like and how they

are part of being a ‘global citizen’.

A Holistic Education Experience

16

We believe that language is at

the centre of all learning. All our

teachers are language teachers

as it plays such a vital role in

the construction of meaning

for our students. It is the major

connecting element across our

curriculum and provides a vehicle

for all forms of inquiry. In particular,

the integration of literature into

our student inquiries helps to

deepen a life-long love of reading

and language. At OSC we see

language as three critical aspects

– learning language, learning about

language and learning through

language.

Our students will be exposed

to three areas of language

development:

9 Oral language – listening and

speaking

9 Visual language – viewing and

presenting

9 Written language – reading and

writing

We have a wide variety of

resources to support these areas

within our classrooms, our Primary

Learning Resource Centre and our

Book Room.

Language

17

Sinhala and French

Research shows that development

Acquisition of mother-tongue

language is crucial for cognitive

development and in maintaining

cultural identity. It also has the

potential to increase intercultural

awareness and understanding,

and enables students to remain in

touch with, and maintain esteem

for, the language, literature and

culture of their home country.

Wherever appropriate, students

are encouraged to share mother-

tongue language experiences, with

key words and phrases related to

the current concepts being taught

translated.

Our Primary Library has a variety of

mother-tongue reading resources,

which we expand each year. A

variety of mother-tongue language

clubs take place after-school, with

resources and support provided

by the school. Please contact your

National Country Representative

or the Primary Principal for

more information about existing

mother tongue clubs or if you are

interested in establishing one.

Mother Tongue at OSC

We believe the acquisition of

more than one language enriches

personal development and helps

facilitate international-mindedness.

In the Primary School, Sinhala is

taught from Preschool through

to Grade 5, however, starting in

Grade 2 students have the option

to study either Sinhala or French

as their additional language.

These programmes are not

designed as mother tongue

classes. Support will be provided

for both Sinhala and French

mother tongue speakers during

these lessons, however, a degree

of independent learning will be

expected from these students.

After school mother tongue

language classes may be available

upon demand.

In Preschool and Kindergarten

the Sinhala programme is taught

by the Assistant Teacher through

immersion and integrated into the

Units of Inquiry. Grade 1 through

Grade 5 classes are taught by a

qualified Sinhala teacher. As well,

the French programme is taught

by a qualified mother tongue

French teacher.

18

The mathematics programme

at OSC has been developed to

provide all our students with a

strong grounding in core areas of

mathematical skills in addition to

the ability to problem solve using

these skills. We also intend for our

students to become comfortable

with the language of mathematics

and see it as a ‘way of thinking’, as

opposed to a series of facts that

need to be memorized. Wherever

possible we place mathematical

learning in a real world context,

with hands on materials to support

all concepts. This is especially the

case with our younger learners,

where imaginative, differentiated

and practical activities help

facilitate a love of mathematics as

well as an ability to recognize its

importance.

At all Grade levels, mathematics

will involve working with concrete

materials, pictorial representations,

discussing and recording,

collaboration, investigations,

problem solving, practice

and consolidation and mental

Mathematics

mathematics. We have a variety of

materials and resources to support

our mathematics programme

The Mathematics programme is

broken down into 5 mathematical

strands:

9 Data Handling

9 Measurement

9 Shape and Space

9 Pattern and Function

9 Number

Within these stands a number

of ‘big conceptual ideas’ are

scaffolded and spiral throughout

the curriculum, Students review

and build upon prior knowledge

to deepen their understanding

as they mature as mathematical

learners throughout the year.

For each new concept a child

will move through 3 stages of

mathematical development before

achieving mastery:

9 Constructing meaning

9 Transferring meaning

9 Applying understanding

At OSC our beliefs are firmly

grounded in ‘holistic’ education

– so much so that the ‘whole

person’ is explicitly stated in our

mission statement. The Arts are

not merely supporting disciplines

but are integral to the Primary

Years Programme. Wherever

possible, learning in the Arts is

linked closely to what is taking

place in the regular classroom

environment. We believe that both

Visual and Performing arts are

powerful modes of communication

through which our students can

The Arts

Programme continuity

is established through a

Mathematics Scope and Sequence

document. The Scope and

Sequence identifies specific

grade level indicators of what

our students need to be able

to accomplish in every area.

A complete list of grade level

indicators can be found on the

school website, under curriculum

in the Primary section.

19

The Visual Arts programme is

aimed at providing students with

a wide range of opportunities

and means to respond to their

experiences and engage with

cultural, social and historical

perspectives. The students

are encouraged to think and

communicate their thoughts in

new ways, and through a variety

of media and techniques. Key

elements from art and design are

incorporated into the programme.

Learning specifically falls under

two common strands across

Grade levels:

∙ Responding – where students

are given opportunities to

Our Performing Arts programme is

a combination of dance, drama and

music. Aspects of the curriculum

are linked into the local context

and Sri Lankan experiences

are highlighted. As in Visual

Arts, there are two overarching

stands – responding and creating.

Students are encouraged to

take risks with the skills they

are learning in Performing Arts

and showcase these at every

opportunity – within their class,

Grade level, or in assemblies or

public performances. Each year,

a Primary School production is

held that involves every student in

Visual Arts Performing Arts

explore and construct a sense of

self and develop an understanding

of the world around them.

Students from KG upwards will

have the opportunity to participate

in both Visual and Performing Arts.

Preschool students will initially be

exposed to Performing Arts only;

as art and craft activities take place

within the course of their daily

activities.

respond to their own and other

artists’ work or processes, and

in doing so develop the skills of

critical analysis, interpretation,

evaluation, reflection and

understanding.

∙ Creating – where students

are given opportunities to

communicate distinctive forms

of meaning, develop their

technical skills, take creative

risks, solve problems and

visualize consequences.

20

Through the admissions process

student’s records and assessment

reports are requested and

reviewed. Students are assessed

prior to acceptance when requiring

EAL and or Learning Support

assistance. When a newly

admitted student comes with a

current Educational Evaluation and/

or a history of Learning Support

at their previous school, they may

be admitted directly to Learning

Support.

Student Support

the Primary School appearing on

stage. Our Grade 5 students take

on the responsibility of producing

the show and are involved in every

aspect, from lighting, to stage

management and costuming.

Physical Education

TechnologyPart of our ‘holistic’ mission

involves physical education and

empowering our students to

make responsible decisions about

lifestyle and physical activity. All

our students participate in one

swimming lesson per week,

where a PE teacher and two

trained swimming instructors

are present. This allows for

appropriate differentiation

within the programme. Our PE

programme has a combination of

the following experiences:

9 Individual pursuits –

development of basic motor

skills and the body’s capacity for

movement

9 Movement composition –

involving the linking of

movements aesthetically

Wherever possible we try and

integrate technology into our

everyday teaching and learning.

All students have immediate

access to technology within the

classroom, using either ipads or

Chromebooks. With our wireless

campus, this allows students to

seamlessly access a range of

research facilities depending on

the particular learning that is taking

place.

Please refer to our Technology

Standard on our website in the

technology section.

9 Games –

development of skills and

strategies

9 Adventure challenges –

tasks that require physical

and critical-thinking skills by

individuals and groups

9 Health related fitness –

recognizing and appreciating

the importance of maintaining a

healthy lifestyle

21

Learning Support (K-5)

The LS program is designed to

support students who experience

academic difficulties. If not

identified during the admissions

process, students are referred

to the Student Study Team,

which meets regularly to discuss

academic concerns of individual

students. The initial steps will

include record review and teacher/

student/parent input. A student

may then be recommended for

further internal assessment. If the

evidence supports that the student

may benefit from learning support,

the LS Teacher meets with parents

to seek permission. In consultation

with teachers, parents and the

student, a Student Learning Plan is

developed and signed.

Services

LS and EAL services can take

several forms and may include a

combination of the following:

9 Co-teaching : The LS teacher

works collaboratively within the

classroom assisting identified

students with a specific subject.

9 Pull-out : Individualized

instruction

9 Consultation : The LS teacher

consults with classroom teachers

and outside services at times to

assist with differentiation

Change of Program

Decisions concerning a change

in program or exit from the LS or

EAL program are recommended

by the Student Study Team after

assessment and progress is

reviewed in consultation with

the Student Services HOD and

teachers. Parents are consulted to

finalize the process. The Student

Leaning Plan is updated and if

exited, then the student’s progress

is monitored closely.

English as an Additional Language (EAL 1-5)

The EAL program is designed to

provide support as proficiency in

English develops. Individualized

instruction will focus on

developing listening, speaking,

reading and writing skills. As

proficiency increases, confidence

and independence will further

develop. In consultation with

teachers, parents and the student,

a Student Learning Plan is

developed and signed. For those

in Preschool and Kindergarten,

immersion is recommended.

22

Assessment

Assessment is seen as an

integral element in the teaching/

learning process. Our assessment

procedures are based upon current

educational philosophy and are

directly related to the school

curriculum.

In the Primary School assessment

is continuous, cumulative and its

purpose is to:

9 Enable staff, students and

parents to see the degree to

which the concepts, knowledge

and skills required by various

subject syllabi have been

mastered with a view towards

judging the student’s own

progress against his/her own

performance on similar tasks.

9 Enable the teacher to evaluate

the strengths and weaknesses

of teaching programmes, assist

in the diagnosis of student

strengths and weaknesses and

provide relevant information

about the variety of learning

situations that are used to help

students experience success.

9 Encourage students to reach

achievable goals and provide

them with a sense of success

and an indication of their

potential in various learning

areas.

Assessment is integral to all

teaching and learning. It is central

to the PYP’s goal of thoughtfully

and effectively guiding children

through the five essential

elements of learning:

Understanding of concepts

9 Acquisition of knowledge

9 Mastering of skills

9 Development of attitudes

9 Decision to take responsible

action

Effective assessments allow the child to:

9 Have criteria that are known and

understood in advance

9 Analyze their learning and

understand what needs to be

improved

9 Demonstrate the range of their

conceptual understandings,

their knowledge and their skills

9 Synthesize and apply their

learning, not merely recall facts

9 Base their learning on real-

life experiences that can lead

to other questions to ask or

problems to solve

9 Focus on producing a quality

product or performance

9 Highlight their strengths and

demonstrate mastery and

expertise

9 Express different points of view

and interpretations

9 Promote reflection, self- and

peer-evaluation

Effective assessments allow the teacher to:

9 Plan and build them into the

learning, not add them after the

fact

9 Identify what is worth knowing

and assess it

9 Include collaboration between

the child and the teacher or

among children

9 Take into account different

cultural contexts and different

ways of learning and knowing

9 Use scoring that is both

analytical and holistic

9 Produce evidence that can be

reported and understood by

children, parents, teachers,

administrators and board

members

23

9 Inform every stage of the

learning and teaching process

9 Plan further activities, which

address areas of interest for the

teacher and the children

When and How to Assess

Within the PYP, continuous

assessment is an integral part of

teaching. The use of assessment

to judge the effectiveness of both

teaching and learning processes

is essential to allow teachers

and children to identify their

strengths and weaknesses and the

effectiveness of the programme.

The purpose and means of

assessment should be clearly

explained to the children.

Formative Assessment

Formative assessment is

interwoven with the daily learning

and helps teachers and children

find out what the children know

in order to plan the next stage of

learning. Formative assessment

and teaching are directly linked;

neither can function effectively or

purposefully without the other.

Summative Assessment

Summative assessment takes

place at the end of the teaching

and learning processes and

gives the children opportunities

to demonstrate what has been

learned. Summative assessments

may include any combination

of the following: acquisition of

data, synthesis of information,

application of knowledge and

processes.

Measures of Academic Progress® (MAP®)

Students in Grades 2 - 5 at OSC

participate in the Measures of

Academic Progress (MAP) testing

in September and again in April.

MAP tests are unique in that they

are administered on-line and adapt

to be appropriate for your child’s

level of learning. As a result, each

student has the same opportunity

to succeed and maintain a positive

attitude toward testing. With MAP

tests, we can administer shorter

tests and use less class time while

still receiving detailed, accurate

information about your child’s

growth. During the month of

September, your child will take one

reading and one mathematics test,

and spend a total of about one and

a half to two hours completing

these tests. The MAP testing will

run again in April so we can track

student progress.

International Schools’ Assessment® (ISA)

In February, all students in

Grades 3, 4 and 5 will undergo an

online writing assessment. The

assessment is completed in two

testing sessions – Writing Task A

(Narrative / Reflective) and Writing

Task B (Exposition / Argument).

Students are given approx. 40

minutes to respond to a writing

prompt and results are assessed

by an external body, then shared

with parents.

24

Our reporting schedule for the

school year is as follows:

October : 3 way conferences

December : Semester 1 report

March : 3 way conferences

May : Student led conferences

June : Semester 2 report

Three-Way Conferences

These conferences are usually

formal and designed for students

to be the centre of discussion

involving their progress with

their parents. Students focus

on what they have achieved

and the goal setting process.

Teachers and parents are then

given the opportunity to highlight

the student’s achievements and

to determine how they can best

help the student to meet goals at

school and at home.

Student-Led Conferences

These conferences are formal

ones where children are involved

in discussing their work and their

progress with their parents. The

children will, with the support and

guidance of the teacher, select the

work (based on predetermined

criteria) to be discussed. The

format of these conferences will

depend on the age of the child,

and all of the participants must

understand the format and their

roles prior to the conference. The

value of student-led conferences

is that the children reflect on

and consolidate their progress

and share the responsibility of

informing their parents.

The PYP Exhibition

All our students in Grade 5 engage

in one unit of inquiry entitled

Reporting‘The Exhibition’ as part of their

6 units of inquiry throughout the

year. The PYP Exhibition provides

the culminating experience

of the learner’s engagement

with the PYP. It unites the

teachers, learners and parents

of the class in an activity that

captures the essence of the PYP

transdisciplinary inquiry conducted

in a spirit of personal and shared

responsibility. It marks a rite

of passage, both symbolic and

actual, from the PYP to the Middle

Years Programme (MYP). Most

importantly it is a celebration, an

event that synthesizes all that is

best in the PYP, and shares it with

the whole community.

The PYP Exhibition is an extended,

collaborative inquiry, which is

undertaken by students in their

final year of the PYP. The subject

of the exhibition inquiry comes

under the 6 transdisciplinary

themes and is a real-world issue or

problem, local or global, which is of

sufficient scope and significance to

warrant an extended investigation.

The class will generate relevant

and realistic proposals for solutions

to the selected issue and in doing

so students apply their learning

of previous years. The Exhibition

represents a significant event in

the life of a school, encapsulating

the essence of the PYP and

encouraging younger students to

look forward to their final year in

the programme.

25

Homework

We believe that homework

is an important part of your

child’s education and it helps

set up positive study habits

for the future, with a focus on

independence, responsibility

and time management. We also

acknowledge and understand

that our students need time to

socialize, play and pursue their

personal interests.

All homework should be

meaningful, authentic and

relate directly to what is being

learned in the classroom.

Students will receive feedback

on their homework and have the

opportunity to discuss ideas or

questions which arose as a result

of the work completed at home.

For students at OSC, the amount

and nature of homework will

differ according to the individual

student. The following times serve

as a guide, indicating a Maximum

time that students might spend

completing assigned homework

tasks on any given day.

Kindergarten = Occasionally as

Needed

Grade 1 = Up to 10 minutes

Grade 2 = 10 - 20 minutes




A portion of this time should be

devoted to reading. We strongly

urge all parents to participate

in their children’s reading

development. Spending time on

a daily basis reading to, reading

with, or encouraging your child

to read independently will build

strong reading skills for the future

as well as fostering a love for

literature. The ability to focus on

reading over an extended period of

time is different for each individual.

Regular reading, however, will

increase a child’s reading stamina.

All homework is assigned in

advance and noted in either the

communication book or on the

class sites. As a rule, homework

will not be assigned on Friday’s.

We ask that parents give support

and encouragement to their

children in developing good work

and study habits by:

9 Talking with your child about

what he or she is learning

9 Providing a quiet place to do

their homework

9 Being available to answer

questions

9 Reviewing completed work

9 Informing the teacher when

problems arise

9 Spending time reading with

your child every day

26

At OSC we truly value learning

that takes place outside of the

classroom. Wherever possible we

are seeking to link our curriculum

to a local context. As such,

classes will have the opportunity

to arrange a wide variety of field

trips in and around Colombo as

we seek to give our learning real-

world context. In addition to this,

we have an overnight field trip

programme for our Upper Primary

students (Grades 3, 4 and 5) linked

to their units of inquiry as we seek

to develop their independence and

responsibility.

Action is an integral part of the

learning process. Responsible

action, when initiated by the

student, demonstrates a deeper

understanding of the issues that

have been uncovered through the

units of inquiry and shows social

responsibility as a global citizen.

We encourage all our students

to choose to act, to decide on

their actions and to reflect on

these actions in order to make a

difference in and for the world.

Experiential Learning

Action and Service

Counseling and Pastoral Care

The main focus of OSC’s Primary

School Counseling is prevention.

Our goal is to help empower

students with self-knowledge,

coping, and life skills. The school

counselor provides various

services to the OSC community,

including classroom guidance

lessons, individual and group

counseling, and consultation with

parents or teachers.

Pastoral care is the main

responsibility of a child’s class

teacher. As their main curriculum

facilitator (language, math and

units of inquiry) they are able to

monitor your child’s social and

personal development closely. As

a medium size community school

we are well placed to be able to

support your child as they develop

in these critical areas – central

to this is a core philosophy of

the school, where we feel that

every student has the right to

feel happy and safe, which then

allows for learning to take place.

27

Parents are an integral part of the

learning process at OSC. We know

that when parents are actively

involved in their child’s education,

it is highly beneficial to the child’s

learning.

As a parent in the OSC

community, you may help your

child’s learning in a multitude of

ways:

9 Listening to students read

during the day

9 Reading with your child at night

9 Discussing your child’s learning

with them at night

9 Supporting them with

homework tasks

9 Going on field trips

9 As a guest speaker in a

particular area of expertise

9 Sharing your talents with your

child’s class

9 Helping to facilitate responsible

‘action’

9 Being enthusiastic about

learning

9 Modeling ‘life-long’ learning

9 Helping them problem solve

9 Promoting independence and

responsibility

9 Encouraging and supporting

them in whatever areas they are

passionate about

Parental Support

28

Communication

Communication and Contact

The following set of guidelines is

based on the understanding that

whenever an issue, question or

problem arises, the solution is first

to be sought at its source. In any

situation of concern it is best to go

to the person directly involved in

order to ensure that you:

9 gain first-hand information;

9 acquire a complete

understanding of the situation;

9 communicate important

information;

9 achieve a timely response;

9 model the concept of open

communication to maintain

optimal support for your child’s

learning and well-being.

Contact Information for Families

We expect all families to keep the

school updated with your home

and mobile phone numbers and

your emergency contact phone

numbers. In the event of an

emergency we need to be in touch

with the parent or designated

guardian as quickly as possible.

If parent contact information

changes, including home

telephone, home address,

parents’ e-mails, office and mobile

numbers, please contact the

Primary Office at once, where

our family contact database is

maintained. It is vital that we be

able to contact you.

Telephone: +94 11 4419207

Fax: +94 11 2784999

E-mail: [email protected]

School-to-Home Communication

OSC publishes a weekly

newsletter on Fridays. The

newsletter is sent electronically,

is posted on the OSC website,

and there are a limited number

of hard copies available in the

Primary Office. Important school

events and dates are posted in the

newsletter.

Each child is issued a

Communication Book at the

beginning of the school year. This

book should be kept in the child’s

holder and travel between home

and school each day. Personal

messages and homework

assignments are recorded in the

communication book so parents

should be checking it daily.

If the Primary School wished

to communicate in the form of

a letter, then the letter will be

either sent home with the child or

emailed to your account. OSC will

use a telephone tree and/or email

message when important, time-

sensitive information needs to be

communicated to parents.

Primary School Office

Parents are expected to notify

the school if their child is absent,

late to school, or needs to be

dismissed early. Please contact

the Primary School Office after

7:00 am at +94 11 4419207.

Parents may also email

[email protected]

29

METHOD OF CONTACT The most effective method of

communication is having face-to-

face conversation; however, we

realize this is not always possible.

As an alternative, the most

efficient method of contacting

a teacher, a specialist, and/or an

administrator is through email at:

First initial of first name and last

[email protected].

Class Teachers

In general, if parents have a

question or concern about

their child’s general well-being,

friendships or adjustment to

change, they should first contact

their child’s class teacher. The

following issues should be

addressed directly to the class

teacher:

9 Academic concerns

9 Student behavior

9 Questions about general day-to-

day routines and expectations

9 Classroom and school

relationships

9 Field trips

9 Missing items

Specialist Teachers

If parents have a question or

concern about their child’s

experience in a particular class,

then they should contact the

specialist teacher directly. Listed

below are some issues that

parents might address with a

specialist teacher:

9 Subject or course information

9 Class supplies and requirements

9 Assessment and grading

9 Curriculum information

9 Student progress and

performance

9 Teaching or classroom incidents

Counselor

Parents may feel that their child

would benefit from counseling

and/or social and emotional

support. If this service is needed,

please consult with the Primary

Principal and a meeting can

be arranged with the school

counselor.

English as Additional Language (EAL)

Parents may contact the Primary

Office to acquire information about

EAL and the programme offered

at OSC.

30

Learning Support

Parents may contact the Primary

Office to acquire information about

academic support, homework club,

and/or options for psychological

educational assessments.

Programme Coordination

Parents may contact the

Primary Year’s Coordinator if

they have any questions about

programme requirements, the

school curriculum, or program

coordination.

Administration – Principal

If more information is required or

if a situation is not resolved with a

teacher or programme coordinator,

parents are encouraged to

contact the Primary Principal with

the knowledge of the teacher

concerned.

In addition to the above, you

may wish to consult the Primary

Principal directly on matters

related to:

9 Timetable or room issues

9 Broad issues involving the

primary school

9 Behavior or morale,

communication and information

related to the operation of the

school

9 School communication

9 Discipline

9 Curriculum and program

coordination

9 Reporting on student

performance

9 School trips or events

9 Primary school facilities

Administration – Head of Administration and Operations

If parents have questions related

to accounts and finances – school

fee issues, payments, refunds

etc, they may contact the Head of

Administration and Operations.

Administration – Head of School

If more information is required or

the concern remains unresolved,

parents may wish to contact

the Head of School, with the

knowledge of the Principal.

In addition to the above, parents

may wish to consult the Head of

School directly on matters related

to:

9 Community/school

communication and relations

9 Whole-school issues such

as security and application of

school policies

9 Strategic planning

9 Financial policy and oversight

9 Long-term planning, including

development of facilities and

the school environment

Student Withdrawal

If parents are planning to withdraw

their child(ren) from OSC, please

contact the Primary School

Secretary.

31

Each class has two appointed

support parents who work in

collaboration with the class

teacher and the Support Parent

Coordinator. Their role is primarily

to act as a link between the

school and class community. The

role will take on differing aspects

depending on the Grade level,

however support parents are an

excellent contact point and source

of information. Please refer to

the SCN section of the weekly

newsletter for more specific

details.

Support Parents

The office will arrange:

9 An official OSC leaving

certificate

9 Copies of OSC reports

9 Withdrawal forms

Students must follow the

procedure below in order to

acquire the above-mentioned

documentation.

At least two weeks prior to

withdrawal, parents should inform

the Primary School Office, that

their son/daughter is withdrawing

from school, specifying the last

day of school.

1. The student should pick up a

Withdrawal Form from the Primary

Office

2. The Withdrawal Form needs

to be filled in, signed by the parent

and returned to the Primary Office.

3. All outstanding library books

need to be returned to the library.

4. The Withdrawal Form will be

signed by the class teacher and

the librarian and will be turned in

to the Business Office in order

for the refundable deposit to be

released.

If a student requires assistance

with admissions testing for

another school, parents may

contact the Primary Principal to

make these arrangements. If

a student requires references/

recommendations for a new

school, please contact the

Primary Office and the secretary

will facilitate this with the class

teacher and Primary Principal.

Please allow for 10 working days

for these to be completed.

32

The School Community Network

plays an active role in the OSC

community and is an invaluable

supporter of all aspects of school

life at OSC. There are a variety of

voluntary roles which are open

each year, including National

Representatives.

At OSC we strive for our students

to be self-directed wherever

possible. We hope that ultimately,

through the reinforcement of

positive behaviours, our students

display intrinsic motivation to ‘do

the right thing’, both individually

and collectively. Our Primary

Student Government Association,

through class meetings has

developed a set of responsibilities

and expectations that all Primary

students at OSC follow. These are:

9 We care for and respect each

other

9 We speak nicely to each other

9 We share

9 We keep our school clean and

tidy

9 We recycle

9 We learn and play as a team

9 We are creative

9 We ask questions

9 We always try our best

In certain situations, if a student

is not adhering to normal class

or playground responsibilities,

intervention may be required.

This will involve a meeting with

teacher, student, parents and

Principal and some short term

goals may be set. In the unlikely

event that no positive change

occurs, the school reserves the

right to temporarily/permanently

exclude a student.

Student Responsibilities

SCN

33

Regular attendance at school is

an expectation at OSC in order to

set up every student for success

and enable them to maximize their

learning. If a child is to be on a

sustained absence, this needs to

be communicated to the Primary

Principal, indicating the rationale.

If your child is absent, parents

are asked to phone the Primary

Office (011-2784920) to inform

the Primary School Secretary.

Should the school not have had

notification of an absence, a phone

call will be made home to ensure

the whereabouts of a student is

known. If a child needs to leave

the campus during the school day,

parents or guardians are required

to obtain a ‘Gate Pass’ from the

Primary Office.

Parents wishing to remove

students from class due to

personal circumstances are

expected to seek permission prior

to their departure. Permission

for leave will be granted by the

Primary Principal.

Attendance and Absences

In a situation of sustained

lateness, parents will be notified

and an action plan to resolve the

situation agreed upon. Students

are required to be present for at

least 85% of the instructional time.

Students who are absent from

school, excused or unexcused, for

more than 15% of the instructional

time may jeopardize their

promotion.

Each morning at 07:25 hrs,

the Primary School holds a

short, informal assembly on the

basketball court. This acts as a

daily vehicle for important notices

and reminders to be passed

onto students. Occasionally on

Wednesday morning, we hold a

more formal assembly either in

the Primary Multi Purpose Room

(PMPR) or the aditorium. This is

an opportunity for some sharing

of literature in addition to our

students sharing their learning in

a variety of areas. Our community

is welcomed and encouraged to

attend this event.

Assemblies

34

Students will be issued a class

timetable on their arrival that will

detail their learning journey for

the week. This will enable them

to plan when to bring their PE

and swimming kit in addition to

indicating when other specialist

classes occur. We operate a

coloured day system at OSC.

This system will ensure that no

particular day’s timetable is missed

more than any other.

Students will also receive a

diary – this will serve a number

of purposes, including recording

of homework, communicating

between home and school and

act as a reading log. Parents are

encouraged to maintain active

engagement with their student’s

diary in order to stay informed of

their child’s learning. In addition,

students will be provided with

an OSC ‘book-bag’ that they will

be able to use to transport their

homework, diary and reading

books safely.

Timetable

The Daily Timetable

Period Mon, Tues, Thurs, Fri Wednesday

Attendance 07:30 – 07:40 07:30 – 07:40

Period 1 07:40 – 08:25 07:40 – 08:15 (Flex)

Period 2 08:30 – 09:15 08:15 – 09:00

BREAK 09:20 – 09:45 09:05 – 09:25

Period 3 09:50 – 10:35 09:30 – 10:15

Period 4 10:40 – 11:25 10:20 – 11:05

LUNCH 11:25 – 12:10 11:05 – 11:50

Period 6 12:15 – 13:00 11:55 – 12:40

Period 7 13:05 – 13:50 12:45 – 13:30

Period 8 13:55 – 14:40

35

Students have the option of

either bringing a packed lunch

or purchasing lunch through

our canteen. All students (apart

from Preschool), eat their lunch

together in the canteen under

the supervision of staff. The

canteen menu is published in the

newsletter each Friday for the

following week. Students are

encouraged to bring a healthy

snack each day for their morning

break in addition to a drink/water

bottle. The school has water

fountains situated around the

campus with fully filtered water.

Students are actively encouraged

to drink water throughout the

school day, including lessons.

School Canteen

36

GRADE START FINISH NOTES

Preschool (3/4 year olds)

07:25 13:30 No after school care or activities

KG 07:25 13:30 Free after-school activities 13:45 – 14:30

1 – 5 07:25 14:40 Free after-school activities 14:45 – 15:45

All students finish at 13:30 on a Wednesday to allow for staff

professional development and collaborative planning.

The school does provide a user-

pays bus service. There are

alternative routes available, details

of which can be obtained from our

Business Office. Supervision is

provided by the bus company on

these buses.

School Day

Transport

37

The Primary Student Government

Association is a group of students

from KG to Grade 5 who represent

students in decision making

affecting their lives at school.

They provide a link between staff

and students and present student

perspective. The association is

made up of 2 students who are

elected from each class. Skills and

attributes necessary to be a class

representative are discussed and

their nominations called for, with

students then voting.

How are student decisions made?

The PSGA meet fortnightly to

discuss issues brought to them

from class meetings. These

issues are then directed back to

all classes via PSGA minutes,

for further discussion. When

necessary a proposal is then

made that goes to classes and a

vote. The class who brought the

idea to PSGA is then responsible

for taking any action necessary,

for example meeting with the

Principal, organizing fund raisers

etc. This process ensures all

students are actively involved in

decision making at the school.

We believe that the PSGA gives

our students an active role in the

running of their school and helps

all involved further develop key

attributes of the learner profile.

What are class meetings?

Class meetings are held weekly

in classes. These provide a forum

for students to discuss issues

important to them. An agenda

is displayed for students to add

items. All students rotate through

the leadership roles involved in

running a meeting.

PSGA

38

Students are encouraged to

participate in a variety of sporting,

aesthetic, recreational and cultural

activities. These take place on a

Monday, Tuesday and Thursday

after school and are organized by

Dress Code

After School Activities

The purpose of the OSC dress

code is to ensure our students are

dressed modestly, in a manner

that promotes a healthy work

environment, respectful of the

various cultures we represent,

and in a way that does not distract

from teaching and learning.

We ask that students wear

clothing that:

9 is comfortable

9 is not immodest or revealing

9 does not display rude words

or disrespectful messages or

symbols

9 shirts must cover the shoulders

– tank tops or sundresses are

not permitted (both primary and

secondary)

9 underwear must not be visible,

either bra straps or underpants

9 clothing should be whole –

torn holes in clothing are not

permitted

9 shoes or sandals are permitted;

rubber flip flops should not be

worn

9 shorts or skirts should be as

long as the tips of fingers (both

primary and secondary)

9 primary children must wear hats

when playing outdoors

Dress code will be in force any

time the student is on campus for

an activity, including weekends,

and for all school field trips. It

is hoped that our students are

empowered to make sensible

choices with regards to their

clothing and that ultimately they

feel comfortable in their clothes

and those that others are wearing.

Students are required to change

into a PE uniform when taking

PE classes. These comprise of a

house t-shirt (red, blue, green or

yellow), black OSC shorts

and appropriate shoes. Students

should bring a change of clothes

and towel to enable showering

to take place after physical

activity (dependent upon age).

For swimming, girls should wear

one piece swim suits and boys

appropriate shorts. Swim caps are

required for all students.

The Primary School operates on

a policy of “No hat, No play”. If

students are playing outside at

break, lunch, or during PE lessons

and afterschool activities, they are

required to wear a hat.

39

The school considers the health

and safety of its students to be

of prime importance. Accordingly

the school has a full-time qualified

doctor on the staff and maintains a

health office. The office is located

on the ground floor of the Primary

School. If a student becomes ill at

school, the doctor will determine

whether the student should

remain at school or be sent home.

If it is the latter, the parents will

be contacted by the school and

appropriate arrangements made

with the consent of the Primary

Principal.

The doctor should be informed

if a child is on medication or

has any special health problems

that require regular attention.

A prolonged illness, especially

a contagious one, should be

reported to the doctor by the

parent. Parents should list such

information on the student medical

form.

The medical form should be

updated annually. Parents will be

reminded of this by the doctor.

In the event of a child’s needing

urgent medical attention, if the

school is unable to contact the

parents/guardians immediately,

the Primary Principal will arrange

for the child to be taken to an

appropriate hospital.

Communicable Diseases

Fever is a common symptom of

many diseases, the most common

being a viral flu. If your child

experiences flu-like symptoms,

please keep them at home until

they are fever free for 24 hours.

If your child develops a pink

eye, please do not send them to

school as it can be a contagious

conjunctivitis.

Health and Safety

teachers, some outside instructors

and parent volunteers. Each year

a variety of different activities

are offered to students. These

are determined by interest and

by availability of sponsors to

organize particular activities. At

the beginning of each quarter,

information is provided on the

activities available via email. All

sign-up selections are done on-

line. After School Activity times are

as follows:

KG Grade 1 - 5

13:45 - 14:30 14:45 - 15:45

40

OSC Head Lice Policy

Head lice do not carry disease but

can spread quickly and must be

treated at once. At OSC we take

a preventative approach and have

scheduled monthly checks with

our school doctor. All students

need to have their own hair brush

or comb at school to allow for

these monthly checks. If a student

is identified with having head lice

at school, parents will be notified

and asked to collect their child

immediately. The student should

not return to school until the lice

has been treated. The school

doctor will recheck the student

and confirm effective treatment,

before the student is allowed

to return to class. If there is still

evidence of head lice, parents will

be notified and the student will be

sent back home.

Insurance

The school carries a personal

accident cover and a basic legal

liability policy. Students may obtain

an insurance policy for personal

accident over and above the limit

provided by the school. The school

cannot accept liability for students

on or off the school premises. If

students are travelling away on

an extended or overseas field trip

such as a SAISA commitment,

parents are expected to make

insurance provisions for travel

insurance.

Lost and Found

Items which are lost and/or found

are kept in a cabinet beside the

canteen. The lost and found is

open each day for collection. At

familiar with the procedures.

These include provisions for both

evacuation of the buildings and

evacuation of the campus. Details

are available in the classrooms and

directions are further explained by

the respective class teachers.

School intercom system

The school has fitted a

sophisticated intercom system

with funding from the US State

Department. There are speakers in

every room and corridor allowing

communication with the Head of

School or Head of Security if there

is an emergency that requires

special measures.

Call-out System

Should a civil disturbance or any

other emergency occur, do not

send your child to school. The

school’s SMS system will inform

you if the school is to be closed.

If you are not contacted and are

unable to contact a reliable source,

err on the side of safety and keep

your child at home.

Should an emergency situation

occur during school hours, the

students will be kept on campus

until parents can collect them.

the end of each month all items

from the lost and found will be put

on display for 3 days. After 3 days,

all remaining items will be boxed

and given to a local charity.

Emergency Procedures

The school maintains appropriate

emergency procedures to ensure

speedy evacuation of the premises

in the event of fire or bomb alert.

Regular practice drills are held

at intervals during the school

year to ensure all students are

Printed by Printel (Pvt) Ltd.

The Overseas School of ColomboPelawatte, P.O. Box 9, Battaramulla, Sri LankaTel: (+94 11) 2784920-2 Fax: (+94 11) 2784999

E-mail: [email protected] Web: www.osc.lk

The Overseas School of Colombo - osc.lk€¦ · 2 School Guiding Statements Motto: Unity in Diversity Vision: The Overseas School of Colombo shall be a model of excellence in education,

Documents